Shouping Hu
Biographic Data
| ID | 3913164 |
|---|---|
| NAME | Shouping Hu |
| GIVEN NAMES | Shouping |
| FAMILY NAME | Hu |
| SIGNATURE | HU S |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0003-1766-6629 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 56 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Computing Education Interventions to Increase Gender Equity from 2000 to 2020: A Systematic Literature Review
Although gender parity has been achieved in some STEM fields, gender disparities persist in computing, one of the fastest-growing and highest-earning career fields. In this systematic literature review, we expand upon academic momentum theory to categorize computing interventions intended to make computing environments more inclusive to girls and women and consider how those characteristics vary by the success of the intervention. Particular atte…
Gender Differences in Motivational and Curricular Pathways Towards Postsecondary Computing Majors
The Perceptions and Experiences of Faculty Implementing Florida’s Developmental Education Reform
Florida Senate Bill 1720 drastically changed developmental education, beginning in fall 2014. This paper considers affected faculty members’ perceptions and experiences with the passage and implementation of reform, according to focus group data provided by 294 participants at 21 Florida College System institutions between 2014 and 2019. We found that faculty members experienced feelings of powerlessness and meaninglessness—the two main component…
Self-Placement in Math Courses at U.S. Community Colleges: Contributing Factors and Impacts on Student Success
Self-placement in math is becoming increasingly popular in community colleges in the U.S., where students will decide for themselves whether to enroll in non-credit developmental (or remedial) math courses. To fully understand the factors associated with students’ math enrollment choices and the long-term effects of initial math enrollment choices, we use data from all first-time-in-college students in the Florida College System to conduct a mult…
Has a U.S. Developmental Education Reform for Academically Underprepared Students Affected College Enrollment
State policymakers in the United States have in recent years experimented with new initiatives to change the procedures used by public institutions to assess and assign academically underprepared students to non-credit developmental education (or remedial) courses. This study explores whether the most recent developmental education reform in Floridas—Senate Bill 1720 has affected student enrollment in the Florida College System (FCS) institutions…
Do Colleges Perform the Same Following Developmental Education Reform? The Case of Florida’s Senate Bill 1720
Developmental education (DE) reform took place among the 28 Florida College System (FCS) institutions in 2014. In this study, we examine how cohort-based passing rates in college-level English and math courses changed at different colleges for pre- and post-policy period and explore what institutional characteristics were related with various institutional trajectories of cohort-based course passing rates in the post-policy period. Employing long…
What Happens to Efficiency and Equity? The Cost Implications of Developmental Education Reform
Florida passed legislation in 2013 that exempted many students from developmental education, and required colleges to implement new instructional modalities for optional developmental education courses. This paper uses an economic model of remediation to examine how changes in college course taking before and after the reform altered costs to completing introductory college-level courses in math and English for students and institutions, and whet…
Does the Method of Acceleration Matter? Exploring the Likelihood of College Coursetaking Success Across Four Developmental Education Instructional Strategies
Background/Context: Accelerated instructional strategies for developmental education have been promoted as a way to help underprepared students to progress more quickly through college-level coursework. Yet, what remains unknown is whether certain accelerated strategies are more effective than others and whether this initial acceleration may lead to longer term success. Purpose/Objective/Research Question/Focus of Study: We examine whether the li…
Do Rising Tides Lift All Boats? Exploring Heterogenous Effects of Florida’s Developmental Education Reform by High School Academic Preparation
Underprepared students at community colleges are often assigned to a sequence of developmental education (DE) courses that can substantially delay, or even halt, their progress to degree completion. In 2014, Florida took a drastic step forward when it implemented a comprehensive DE reform. Our findings show large, positive base effects of the reform for all students as well as heterogeneous effects by high school academic preparation. More specif…
Student Self-Determination following Developmental Education Reform in Florida's Community Colleges
Background This multiple case study explores the self-determination needs of academically underprepared students. The context for our study was a sweeping redesign of developmental education (DE) in Florida's community colleges, state-level legislation Senate Bill 1720 (SB 1720), which made DE optional for many students. Purpose of Study The research questions for this study are: (1) How did a policy change in Florida's state colleges influence u…
Accelerating to Success: The Impact of Florida's Developmental Education Reform on Credit Accumulation
Background/Context Underprepared students at community colleges are often assigned to a sequence of developmental education courses that can substantially delay, or even halt, their progress to degree completion. In 2014, Florida implemented a comprehensive reform under Senate Bill (SB) 1720 that allowed the majority of incoming students to enroll directly into college-level courses, while remaining developmental education courses were offered in…
What Happened Following Comprehensive Developmental Education Reform in the Sunshine State? The Impact of Florida’s Developmental Education Reform on Introductory College-Level Course Completion
Florida’s Senate Bill 1720 allowed many students to bypass developmental education and enroll directly in introductory college-level courses. We use an interrupted time series design to introductory college-level courses enrollment and passing rates in English and math for three cohorts of college students prereform and three cohorts postreform. Based on a cohort-by-cohort comparative analysis, we find that cohorts after the reform are more likel…
Shining the Spotlight on Those outside Florida’s Reform Limelight: The Impact of Developmental Education Reform for Nonexempt Students
Since the 2000s, states have experimented with reforms to improve success among underprepared students traditionally assigned to developmental education (DE). Florida’s reform under Senate Bill 1720 has been among the most comprehensive and wide-reaching. Recent public high school graduates and military personnel became exempt from DE, but nearly one-third of students, including those without a Florida standard high school diploma, were still req…
The Panhandle is Different than the Peninsula: How Rural Colleges in Florida Implemented Education Reform
When it comes to the creation of higher education policy, state legislators are challenged with addressing the diverse academic needs of college students enrolled across a spectrum of institutions. In this paper, we explore how 203 individuals at five rural-serving colleges in Florida engaged in state-wide developmental education (DE) reform using the theoretical framework of 'situated cognition.' Specifically, we ask whether the colleges impleme…
Are non-native English speaking students disadvantaged in college experiences and cognitive outcomes
Big Qual: Defining and Debating Qualitative Inquiry for Large Data Sets
Big qualitative data (Big Qual), or research involving large qualitative data sets, has introduced many newly evolving conventions that have begun to change the fundamental nature of some qualitative research. In this methodological essay, we first distinguish big data from big qual. We define big qual as data sets containing either primary or secondary qualitative data from at least 100 participants analyzed by teams of researchers, often funded…
U.S. state higher education appropriations: Assessing the relationships between agency politicization, centralization, and volatility
Research into state appropriations across the United States frequently examines the influence of socio-demographic characteristics and political characteristics on particular levels of funding. We extend this literature to examine the year-to-year volatility of funding in order to test hypotheses surrounding the interlocks among multiple actors in the political stage. Our findings suggest that, when state higher education leaders are politically …
Economics of higher education: Background, concepts, and applications by Toutkoushian, R. K., & Paulsen, M. B
I have been interested in economics of higher education since I was a graduate student at Peking University more than two decades ago. My original goal was to continue to pursue my interest in econ
What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester
In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). …
Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology
This study identified the policy perspectives of “street-level bureaucrats” in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (F…
The Effect of Florida's Bright Futures Program on College Choice: A Regression Discontinuity Approach
This study evaluates the effect of Florida's Bright Future Program on student college choices. We used regression discontinuity design to estimate the effect of two award levels, which had different SAT/ACT thresholds, on the probability of students choosing in-state public colleges and four-year public colleges. The most consistent and robustfinding was the positive, significant increases in the probability of attending Florida's public colleges…
Scholarship Awards, Student Engagement, and Leadership Capacity of High-Achieving Low-Income Students of Color
Using data from three-wave longitudinal surveys of two cohorts of the Gates Millennium Scholarship (GMS) recipients and comparison non-recipients, this study found that receiving the GMS scholarship awards enhanced student leadership efficacy and the probability of actually holding leadership position through enhancing student engagement in college activities
The Influence of Student Engagment and Sport Participation on College Outcomes Among Division I Student Athletes
Diversity Experiences and College Student Learning and Personal Development
Using responses to The College Student Experience Questionnaire (CSEQ) from 53,756 undergraduates at 124 American four-year colleges and universities, this study examines the effects of interactional diversity experiences on a range of desirable outcomes for White students and students of color in different types of higher education institutions. Though White students had less contact with students from different backgrounds, such experiences pos…
Being (Dis)Engaged in Educationally Purposeful Activities: The Influences of Student and Institutional Characteristics
Big Qual: Defining and Debating Qualitative Inquiry for Large Data Sets
Big qualitative data (Big Qual), or research involving large qualitative data sets, has introduced many newly evolving conventions that have begun to change the fundamental nature of some qualitative research. In this methodological essay, we first distinguish big data from big qual. We define big qual as data sets containing either primary or secondary qualitative data from at least 100 participants analyzed by teams of researchers, often funded…
Student Persistence in a Public Higher Education System: Understanding Racial and Ethnic Differences
Shouping Hu, Edward P. St. John, Student Persistence in a Public Higher Education System: Understanding Racial and Ethnic Differences, The Journal of Higher Education, Vol. 72, No. 3 (May - Jun., 2001), pp. 265-286
The Influence of Student Engagment and Sport Participation on College Outcomes Among Division I Student Athletes
Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology
This study identified the policy perspectives of “street-level bureaucrats” in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (F…
Learning Productivity at Research Universities
Introduction Research universities enjoy the highest status among colleges and universities (Geiger, 1993; Graham & Diamond, 1997; Lipset, 1994; Rosovsky, 1990). These complex organizations perform an array of functions unlike that of any other educational institution, ranging from basic and applied research in virtually every field, graduate and professional training, and baccalaureate education. They attract many gifted students and faculty mem…
What Happened Following Comprehensive Developmental Education Reform in the Sunshine State? The Impact of Florida’s Developmental Education Reform on Introductory College-Level Course Completion
Florida’s Senate Bill 1720 allowed many students to bypass developmental education and enroll directly in introductory college-level courses. We use an interrupted time series design to introductory college-level courses enrollment and passing rates in English and math for three cohorts of college students prereform and three cohorts postreform. Based on a cohort-by-cohort comparative analysis, we find that cohorts after the reform are more likel…
U.S. state higher education appropriations: Assessing the relationships between agency politicization, centralization, and volatility
Research into state appropriations across the United States frequently examines the influence of socio-demographic characteristics and political characteristics on particular levels of funding. We extend this literature to examine the year-to-year volatility of funding in order to test hypotheses surrounding the interlocks among multiple actors in the political stage. Our findings suggest that, when state higher education leaders are politically …
What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester
In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). …
Shining the Spotlight on Those outside Florida’s Reform Limelight: The Impact of Developmental Education Reform for Nonexempt Students
Since the 2000s, states have experimented with reforms to improve success among underprepared students traditionally assigned to developmental education (DE). Florida’s reform under Senate Bill 1720 has been among the most comprehensive and wide-reaching. Recent public high school graduates and military personnel became exempt from DE, but nearly one-third of students, including those without a Florida standard high school diploma, were still req…
The Panhandle is Different than the Peninsula: How Rural Colleges in Florida Implemented Education Reform
When it comes to the creation of higher education policy, state legislators are challenged with addressing the diverse academic needs of college students enrolled across a spectrum of institutions. In this paper, we explore how 203 individuals at five rural-serving colleges in Florida engaged in state-wide developmental education (DE) reform using the theoretical framework of 'situated cognition.' Specifically, we ask whether the colleges impleme…
The Effects of Student-Faculty Interaction In the 1990s
This study examined the effects of student-faculty interaction on student satisfaction and on a range of self-reported learning and personal development gains associated with attending college of 5,409 full-time undergraduates from 126 four-year colleges and universities. Findings show that the frequency of student-faculty interaction increased from first year through the senior year. Although its net effects were trivial, such interactions had s…
Learning Productivity at Research Universities
Introduction Research universities enjoy the highest status among colleges and universities (Geiger, 1993; Graham & Diamond, 1997; Lipset, 1994; Rosovsky, 1990). These complex organizations perform an array of functions unlike that of any other educational institution, ranging from basic and applied research in virtually every field, graduate and professional training, and baccalaureate education. They attract many gifted students and faculty mem…
Student Persistence in a Public Higher Education System: Understanding Racial and Ethnic Differences
Shouping Hu, Edward P. St. John, Student Persistence in a Public Higher Education System: Understanding Racial and Ethnic Differences, The Journal of Higher Education, Vol. 72, No. 3 (May - Jun., 2001), pp. 265-286
Being (Dis)Engaged in Educationally Purposeful Activities: The Influences of Student and Institutional Characteristics
Diversity Experiences and College Student Learning and Personal Development
Using responses to The College Student Experience Questionnaire (CSEQ) from 53,756 undergraduates at 124 American four-year colleges and universities, this study examines the effects of interactional diversity experiences on a range of desirable outcomes for White students and students of color in different types of higher education institutions. Though White students had less contact with students from different backgrounds, such experiences pos…
The Influence of Student Engagment and Sport Participation on College Outcomes Among Division I Student Athletes
Scholarship Awards, Student Engagement, and Leadership Capacity of High-Achieving Low-Income Students of Color
Using data from three-wave longitudinal surveys of two cohorts of the Gates Millennium Scholarship (GMS) recipients and comparison non-recipients, this study found that receiving the GMS scholarship awards enhanced student leadership efficacy and the probability of actually holding leadership position through enhancing student engagement in college activities
The Effect of Florida's Bright Futures Program on College Choice: A Regression Discontinuity Approach
This study evaluates the effect of Florida's Bright Future Program on student college choices. We used regression discontinuity design to estimate the effect of two award levels, which had different SAT/ACT thresholds, on the probability of students choosing in-state public colleges and four-year public colleges. The most consistent and robustfinding was the positive, significant increases in the probability of attending Florida's public colleges…
U.S. state higher education appropriations: Assessing the relationships between agency politicization, centralization, and volatility
Research into state appropriations across the United States frequently examines the influence of socio-demographic characteristics and political characteristics on particular levels of funding. We extend this literature to examine the year-to-year volatility of funding in order to test hypotheses surrounding the interlocks among multiple actors in the political stage. Our findings suggest that, when state higher education leaders are politically …
Economics of higher education: Background, concepts, and applications by Toutkoushian, R. K., & Paulsen, M. B
I have been interested in economics of higher education since I was a graduate student at Peking University more than two decades ago. My original goal was to continue to pursue my interest in econ
What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester
In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). …
Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology
This study identified the policy perspectives of “street-level bureaucrats” in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (F…
Are non-native English speaking students disadvantaged in college experiences and cognitive outcomes
Big Qual: Defining and Debating Qualitative Inquiry for Large Data Sets
Big qualitative data (Big Qual), or research involving large qualitative data sets, has introduced many newly evolving conventions that have begun to change the fundamental nature of some qualitative research. In this methodological essay, we first distinguish big data from big qual. We define big qual as data sets containing either primary or secondary qualitative data from at least 100 participants analyzed by teams of researchers, often funded…
Student Self-Determination following Developmental Education Reform in Florida's Community Colleges
Background This multiple case study explores the self-determination needs of academically underprepared students. The context for our study was a sweeping redesign of developmental education (DE) in Florida's community colleges, state-level legislation Senate Bill 1720 (SB 1720), which made DE optional for many students. Purpose of Study The research questions for this study are: (1) How did a policy change in Florida's state colleges influence u…
Accelerating to Success: The Impact of Florida's Developmental Education Reform on Credit Accumulation
Background/Context Underprepared students at community colleges are often assigned to a sequence of developmental education courses that can substantially delay, or even halt, their progress to degree completion. In 2014, Florida implemented a comprehensive reform under Senate Bill (SB) 1720 that allowed the majority of incoming students to enroll directly into college-level courses, while remaining developmental education courses were offered in…
What Happened Following Comprehensive Developmental Education Reform in the Sunshine State? The Impact of Florida’s Developmental Education Reform on Introductory College-Level Course Completion
Florida’s Senate Bill 1720 allowed many students to bypass developmental education and enroll directly in introductory college-level courses. We use an interrupted time series design to introductory college-level courses enrollment and passing rates in English and math for three cohorts of college students prereform and three cohorts postreform. Based on a cohort-by-cohort comparative analysis, we find that cohorts after the reform are more likel…
Shining the Spotlight on Those outside Florida’s Reform Limelight: The Impact of Developmental Education Reform for Nonexempt Students
Since the 2000s, states have experimented with reforms to improve success among underprepared students traditionally assigned to developmental education (DE). Florida’s reform under Senate Bill 1720 has been among the most comprehensive and wide-reaching. Recent public high school graduates and military personnel became exempt from DE, but nearly one-third of students, including those without a Florida standard high school diploma, were still req…
The Panhandle is Different than the Peninsula: How Rural Colleges in Florida Implemented Education Reform
When it comes to the creation of higher education policy, state legislators are challenged with addressing the diverse academic needs of college students enrolled across a spectrum of institutions. In this paper, we explore how 203 individuals at five rural-serving colleges in Florida engaged in state-wide developmental education (DE) reform using the theoretical framework of 'situated cognition.' Specifically, we ask whether the colleges impleme…
What Happens to Efficiency and Equity? The Cost Implications of Developmental Education Reform
Florida passed legislation in 2013 that exempted many students from developmental education, and required colleges to implement new instructional modalities for optional developmental education courses. This paper uses an economic model of remediation to examine how changes in college course taking before and after the reform altered costs to completing introductory college-level courses in math and English for students and institutions, and whet…
Does the Method of Acceleration Matter? Exploring the Likelihood of College Coursetaking Success Across Four Developmental Education Instructional Strategies
Background/Context: Accelerated instructional strategies for developmental education have been promoted as a way to help underprepared students to progress more quickly through college-level coursework. Yet, what remains unknown is whether certain accelerated strategies are more effective than others and whether this initial acceleration may lead to longer term success. Purpose/Objective/Research Question/Focus of Study: We examine whether the li…
Do Rising Tides Lift All Boats? Exploring Heterogenous Effects of Florida’s Developmental Education Reform by High School Academic Preparation
Underprepared students at community colleges are often assigned to a sequence of developmental education (DE) courses that can substantially delay, or even halt, their progress to degree completion. In 2014, Florida took a drastic step forward when it implemented a comprehensive DE reform. Our findings show large, positive base effects of the reform for all students as well as heterogeneous effects by high school academic preparation. More specif…
Do Colleges Perform the Same Following Developmental Education Reform? The Case of Florida’s Senate Bill 1720
Developmental education (DE) reform took place among the 28 Florida College System (FCS) institutions in 2014. In this study, we examine how cohort-based passing rates in college-level English and math courses changed at different colleges for pre- and post-policy period and explore what institutional characteristics were related with various institutional trajectories of cohort-based course passing rates in the post-policy period. Employing long…
The Perceptions and Experiences of Faculty Implementing Florida’s Developmental Education Reform
Florida Senate Bill 1720 drastically changed developmental education, beginning in fall 2014. This paper considers affected faculty members’ perceptions and experiences with the passage and implementation of reform, according to focus group data provided by 294 participants at 21 Florida College System institutions between 2014 and 2019. We found that faculty members experienced feelings of powerlessness and meaninglessness—the two main component…
Self-Placement in Math Courses at U.S. Community Colleges: Contributing Factors and Impacts on Student Success
Self-placement in math is becoming increasingly popular in community colleges in the U.S., where students will decide for themselves whether to enroll in non-credit developmental (or remedial) math courses. To fully understand the factors associated with students’ math enrollment choices and the long-term effects of initial math enrollment choices, we use data from all first-time-in-college students in the Florida College System to conduct a mult…
Psychology (23 works) · Higher Education Research Studies (22 works) · Political science (22 works) · Mathematics education (20 works) · Higher education (18 works) · Sociology (16 works) · School Choice and Performance (11 works) · Medical education (10 works) · Medicine (10 works) · Economics (9 works)